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Using a 2x2 factorial design and a mixed-methods approach, the research examines how content personalisation (by language proficiency) and topic personalisation (by learner interests) shape student motivation, engagement, and perceived task suitability. A sample of 140 Swedish students was divided into four groups. MANOVA and observational data show combining both personalisation dimensions significantly improves motivation and task completion, grounded in Self-Determination Theory (SDT) and framed by the Personalization-Motivation Integration Framework (PMIF).",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enhancing-inclusivity-in-swedish-esl-classrooms-integrating-generative-artificial-intelligence-for-personalised-learning/582239/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enhancing-inclusivity-in-swedish-esl-classrooms-integrating-generative-artificial-intelligence-for-personalised-learning/582239.png","ImageObject",300,407,{"name":92,"@type":93},"Ophelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about ChatGPT in ESL grammar instruction?","Question",{"text":112,"@type":113},"It examines how Generative Artificial Intelligence (ChatGPT) affects personalised grammar instruction in ESL, focusing on student motivation, engagement, and how suitable tasks feel to learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are personalisation strategies defined in the research?",{"text":117,"@type":113},"Two dimensions are tested: content personalisation based on language proficiency and topic personalisation based on learner interests, including their independent and combined effects.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results indicate about combining content and topic personalisation?",{"text":121,"@type":113},"Combining content and topic personalisation significantly enhances motivation and task completion rates, supporting the study’s theoretical basis in Self-Determination Theory (SDT).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582239,1792061598,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","The EuroCALL Review  \nVolume 32, No. 2, 2025, 17-37 ISSN: 1695-2618  \n[https://doi.org/10.4995/eurocall.2025.23979](https://doi.org/10.4995/eurocall.2025.23979)  \nRESEARCH PAPER  \nEnhancing Inclusivity in Swedish ESL Classrooms: Integrating Generative Artificial Intelligence for Personalised Learning  \nAbrar Mohammad Ali   \nUniversity of Agder, Norway  \n[abrarmohammadalis@gmail.com](abrarmohammadalis@gmail.com)  \nHow to cite this article:  \nMohammad Ali, A. (2025) . Enhancing Inclusivity in Swedish ESL Classrooms: Integrating Generative Artificial Intelligence for Personalised Learning. The EuroCALL Review, 32 (1), 17-37. [https://doi.org/10.4995/eurocall.2025.23979](https://doi.org/10.4995/eurocall.2025.23979)  \nAbstract  \nThis study investigates the impact of Generative Artificial Intelligence (GAI), specifically ChatGPT, on personalised grammar instruction in English as a Second Language (ESL) settings. Using a 2x2 factorial design and a mixed-methods approach, the research examines how two dimensions of personalisation—content (based on language proficiency) and topic (based on learner interests)—affect student motivation, engagement, and perceived task suitability. A sample of 140 Swedish students was divided into four experimental groups to explore the independent and combined effects of these personalisation strategies. Results from MANOVA and observational data show that combining content and topic personalisation significantly enhances motivation and task completion rates, supporting the theoretical basis in Self-Determination Theory (SDT) . The study introduces the Personalization-Motivation Integration Framework (PMIF), which conceptualizes how relevance and autonomy jointly drive engagement in AI-mediated learning. These findings suggest that GAI tools can play a pivotal role in  \ninclusive, individualized education by aligning instructional content with learner needs and interests.  \nKeywords  \nGenerative AI; ChatGPT; personalised language learning; ESL classroom; individualized learning; chatbots; inclusive education  \n1. Introduction  \nSupplying the needs of a diverse student body is one of the most important issues faced by the educational system. Rather than being an afterthought or an add-on, inclusive education should be the core of how the educational system is created and operated (Skolverket, 2021) . Thus, establishing actions that are intended to meet the needs of every student from the start is critical. Theoretical approaches such as Adaptive Learning and Personalized Learning place a strong emphasis on customizing learning to each student's unique needs to improve outcomes (Minn, 2022) . Yet, conventional teaching methods within such approaches often fall short of addressing students' diverse demandsand interests.  \nPersonalized learning, recently made feasible by Generative Artificial Intelligence (GAI) innovations such as ChatGPT, offers a promising new approach to addressing this challenge. Research on AI in language education shows that AI technologies, including chatbots and GAI, provide increased access to customized language learning opportunities in grammar and syntax (Kostka & Toncelli, 2023) . These advancements have been shown to contribute to an increase in student independence, motivation, and classroom participation (Lee, 2022; Bhutoria, 2022; Chatterjee & Bhattacharjee, 2020; Chen & Wu, 2020; Chiu et al., 2023a; Chiu et al., 2023b; Balula et al., 2020; Ferguson et al., 2022; Li & Zhang, 2019) .  \nBy using AI, teachers may adapt their lessons to the various requirements and interests of their students. This aligns well with the Self-Determination Theory (SDT), which provides a comprehensive framework for analysing motivation in terms of personality, development, and social interactions (Deci & Ryan, 2000) . Using SDT, this study aims to investigate how individualized GAI interventions address or fail to fulfil these essential psychological demands. The study investigates how technologies","cbCairoye8GT3juf","https://ap.wps.com/l/cbCairoye8GT3juf","pdf",689858,21,"English","# Introduction\n## Research question\n# Literature review","[{\"question\":\"What does the study investigate about ChatGPT in ESL grammar instruction?\",\"answer\":\"It examines how Generative Artificial Intelligence (ChatGPT) affects personalised grammar instruction in ESL, focusing on student motivation, engagement, and how suitable tasks feel to learners.\"},{\"question\":\"How are personalisation strategies defined in the research?\",\"answer\":\"Two dimensions are tested: content personalisation based on language proficiency and topic personalisation based on learner interests, including their independent and combined effects.\"},{\"question\":\"What do the results indicate about combining content and topic personalisation?\",\"answer\":\"Combining content and topic personalisation significantly enhances motivation and task completion rates, supporting the study’s theoretical basis in Self-Determination Theory (SDT).\"}]","Enhancing Inclusivity in Swedish ESL Classrooms - Integrating Generative Artificial Intelligence for Personalised Learning | PDF",1792042877,53]